The Effects of Mindful Awareness Practices on the Executive Functions of Early Adolescents in an Urban Middle School

• In Event: Developmentally Responsive Practice in Middle-Level Schools

Abstract

This study evaluated the effectiveness of a school-based program of mindful awareness practices (MAPs) on the executive function (EF) behaviors in a randomized control study of 52 sixth grade students, ages 11-12 years, in an urban, low income, public middle school. Classroom teachers rated students’ behaviors on the Behavior Rating Inventory of Executive Function (BRIEF) before the onset of and after the completion of the MAPs sessions. Findings indicate the treatment group showed significant improvement in EF in one area (shifting), but showed positive trends across several other EF domains. The findings support the research literature on the continuing plasticity of the early adolescent brain and on the research on school-based interventions for brain development, specifically MAPs on EF skills.

Authors

• Laurie B. Hanich, Millersville University of Pennsylvania

• Cheryl T. Desmond, Millersville University of Pennsylvania